Entrepreneurship Competence Model for Supporting Learners Development at All Educational Levels

Venesaar, Urve; Malleus, Elina; Arro, Grete; Toding, Martin

doi:10.3390/admsci12010002

Cited by 24 publications

(39 citation statements)

References 142 publications

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“…This study builds on the CECM (Venesaar et al, 2018(Venesaar et al, , 2022 and its self-assessment instrument developed to measure all single subcompetencies of the model. The entrepreneurship competence model (Figure 1) consists of four areas of competence that are divided into 14 subcompetencies and that describe the competencies (knowledge, skills and attitudes) needed to successfully act upon opportunities and ideas to create value in entrepreneurship and everyday life, as an individual and an active citizen (Venesaar et al, 2018).…”

Section: Methodsmentioning

confidence: 99%

Find your limits and break them! Nurturing students’ entrepreneurship competence through innovative teaching methods and self-assessment

Antonelli

Venesaar

Riviezzo

et al. 2023

JEC

Self Cite

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Purpose This study aims at measuring the results of the use of an improved and innovative teaching method, specifically designed for supporting the development of students’ entrepreneurship competence, through students’ self-assessment before and after the teaching. Design/methodology/approach The teaching methods design was based on the effectuation approach and considering the comprehensive entrepreneurship competence model as theoretical grounding. The teaching methods experimentation took place in three countries (Estonia, Italy and Poland), collecting pre–post self-assessment surveys from 404 students of entrepreneurship courses. The results of the experimental groups were compared, in each country, with those of control groups not exposed to the same teaching. Findings Students participating in classes using innovative teaching methods declared an increase in entrepreneurship competencies, with statistically significant differences, contrasting the results in the control group. The positive changes in self-assessment were observed for 13 of 14 subcompetencies investigated. The increase in the level of the self-assessment of entrepreneurship subcompetencies was significantly greater among bachelor’s degree students. Originality/value The strengths of the study include a diverse research sample and a uniform structure of teaching design applied in three different countries, while specific comparative studies on entrepreneurship education and its effect on learners are limited. Moreover, this study used a pre–post design and involved a control group, while most of the existing research on the effect of entrepreneurship teaching are based on different methods. Finally, while most studies measure the impact of entrepreneurship education by focusing on entrepreneurial intentions, this study focused on the development of students’ entrepreneurship competences.

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Section: Methodsmentioning

confidence: 99%

Find your limits and break them! Nurturing students’ entrepreneurship competence through innovative teaching methods and self-assessment

Antonelli

Venesaar

Riviezzo

et al. 2023

JEC

Self Cite

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“…However, there are some shortcomings. First, until recently, higher education institutions only included entrepreneurship competencies for management-related coursesa common gap in educational settings (Venesaar et al, 2022). Nowadays, there have been some advances, as more than management-related courses have in their educational plan Personal initiative entrepreneurship competencies (e.g.…”

Section: Entrepreneurship Educationmentioning

confidence: 99%

Personal initiative, risk-taking, creativity and opportunity discovery among students

Silva

Duarte

Santos

2023

JEC

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Purpose Discovering opportunities is a key entrepreneurship competence for those who want to start their own business and who choose to enter the workforce. In this study, the authors focus on the antecedents of the ability to discover entrepreneurial opportunities by uncovering how and when students' personal initiative (Frese and Fay, 2001) leads to an increase in this key competency. The purpose of this study was to examine the role of risk-taking and creativity in the interplay between personal initiative and opportunity discovery competencies among university students. Design/methodology/approach Data were collected with a self-assessment tool in two moments in time, using a sample of 103 university students from Portugal enrolled in an entrepreneurship course. The authors measured personal initiative and entrepreneurial risk-taking at the beginning of the entrepreneurship course (Time 1). Two months later (Time 2), by the end of an entrepreneurship course, the authors measured creativity and opportunity discovery abilities. Findings The results of this study showed that risk-taking mediates the effect of personal initiative on opportunity discovery and that creativity interacts with risk-taking and opportunity discovery. Specifically, the authors found that the relationship between entrepreneurial risk-taking and opportunity discovery is positive and statistically significant when students display average or above-average creativity. The indirect effect of the personal initiative on opportunity discovery through entrepreneurial risk-taking seems to increase when the student's creativity increases, as the index of moderated mediation is positive. Research limitations/implications As with all studies, there are limitations to work of this study. First, data of this study is restricted to a sample of students from Portugal. As such, the authors should be careful about generalizations concerning students from other cultural settings; entrepreneurship competencies can differ across countries. Second, the findings of the present study are based on students’ self-reports regarding their own entrepreneurship competencies. Originality/value This work can inspire entrepreneurship educators to look at the entrepreneurship competencies models holistically and inspire future work to explore the relationship patterns between entrepreneurial competencies.

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“…As a pedagogical approach, PBL appeals to many lecturers because it provides a context that promotes active and group learning based on the premise that successful learning takes place when learners create or co-construct ideas through social experiences and self-directed learning. Its execution may vary between organizations and processes, but it is usually an iterative process consisting of self-directing learning, which is the first step in problem analysis [14][15][16].…”

Section: Problem-based Learningmentioning

confidence: 99%

“…From the advances in this field, we verified that some approaches to developing entrepreneurship competencies in higher education students have recently been developed. The Venessar et al study [15] focuses on a broad model that covers all courses and levels of education based on the theory of systems thinking. It is a promising model that is still under development and has not been validated to date.…”

Section: Entrepreneurship Competencies Developmentmentioning

confidence: 99%

Discovering Entrepreneurship Competencies through Problem-Based Learning in Higher Education Students

Sousa

Costa²

2022

Education Sciences

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The increase in student engagement in the learning process has driven educators to use more dynamic pedagogical methodologies. Several studies have shown evidence of increased interest in learning when real-world problems are integrated into the learning environment. This paper presents the competencies developed by higher education students through application of the problem-based learning (PBL) methodology in higher education courses. The research begins with the identification of a set of competencies developed by higher education students in other studies developed and reported in the last five years and includes them in a survey to analyze the level of development of those competencies when problem-based learning is applied in university courses. To identify the competencies developed by applying the problem-based learning methodology, the research employed a document analysis and a survey of the students that participated in the experimental application. The research questions “What are the competencies developed by students in problem-based learning?” and “Are the competencies identified by the students sufficiently learned in universities?” guided the study. The competencies found by the students were identified through a questionnaire given as an online survey to 76 students. The key outcome of the research is the identification in the bachelor courses of the competencies perceived as essential by students participating in the application of PBL in terms of their advancement.

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Entrepreneurship Competence Model for Supporting Learners Development at All Educational Levels

Cited by 24 publications

References 142 publications

Find your limits and break them! Nurturing students’ entrepreneurship competence through innovative teaching methods and self-assessment

Find your limits and break them! Nurturing students’ entrepreneurship competence through innovative teaching methods and self-assessment

Personal initiative, risk-taking, creativity and opportunity discovery among students

Discovering Entrepreneurship Competencies through Problem-Based Learning in Higher Education Students

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